International Consultancy to support the development of the core curriculum for preschool education in Kosovo, Prishtina, Kosovo, ECD, Off premises

Contract

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UNICEF works in some of the world’s toughest places, to reach the world’s most disadvantaged children. To save their lives. To defend their rights. To help them fulfill their potential.

Across 190 countries and territories, we work for every child, everywhere, every day, to build a better world for everyone.

And we never give up.

For every child, a future

UNICEF’s work on early childhood development (ECD) in Kosovo recognizes that every growing child need nurturing care, good health, optimal nutrition and a stimulating and safe environment that offers plenty of support for early learning. Participation in quality Early Childhood Education (ECE) sets in motion a positive learning cycle and is a proven strategy to address the learning crisis at its roots by closing early learning gaps, strengthening the efficiency of education systems and providing a solid foundation for human capital development and economic growth.

Despite the importance and benefits of early learning, progress in expanding access to pre-school education in Kosovo has been slow and uneven. While enrollment of children in pre-primary education (age 5-6) has experienced recent growth in the last decade, early care and preschool for younger children (0<5) remains scarce and fragmented, particularly for the most vulnerable children. According to the latest 2020 Multiple Indicator Cluster Survey (MICS) data, only 15 per cent of children aged 3 to 4 years attend an early education programme. The most vulnerable groups are those most deprived of these opportunities from a very early age: the attendance in early education programmes is 9 per cent among Roma, Ashkali and Egyptian communities, and only 3 per cent among children belonging to families from the poorest quintile (while 42 per cent among those in the richest quintile).

While a larger share of children (88 per cent) attend the pre-primary education (age 5-6), one year before school entry age (only 45 percent among Roma, Ashkali and Egyptian communities) this is too late, since at this age inequalities in development have already been established, as confirmed by data regarding patterns on early learning. Furthermore, most home environments in Kosovo provide limited support to children and very low rates of stimulating engagement.

The quality of existing early childhood education programmes remains unstandardized with ambiguity over academic versus comprehensive or combined approaches and limited implementation of child- and play-centered educational approaches. There are also varying ratios of educators per group of children, unequal access to professional development, and lack of well-resourced spaces for many of the programmes, that are necessary for delivering quality.

In the development of the ECE subsector plans, there are five core functions within ECE, namely: 1) equitable planning and resource allocation, 2) curriculum implementation, 3) workforce development, 4) family and community engagement, and 5) quality assurance. These functions exist within an enabling environment that includes strong national policies, dedicated budgets, ministerial and local/municipal leadership, and public demand for quality early education programmes. Recognizing the challenges and importance of investments in ECE, Kosovo institutions have undertaken a series of ambitious steps, including a revision of the Law on ECE, heightened focus on a quality framework as part of the recently approved Kosovo Education Strategic Plan 2022-2026, followed by increased budgetary allocation for expanded preschool infrastructure. In parallel, the educational guidelines, including the core curriculum development and staff capacity building are among key priorities alongside the budgeted construction and adaption of preschool facilities for expansion of coverage of quality ECE programmes.

The overarching purpose of this consultancy is to support the Ministry of Education, Science, Technology, and Innovation (MESTI) in Kosovo in a participatory process to develop the early childhood education core curriculum and the supplementary documents (Eg. teacher training manual) and develop a plan for the roll-out of the new curriculum.

The curriculum will be developed in close collaboration with the Technical Working Group (TWG) assigned by the MESTI for the purpose, as well as any complementary local technical assistance engaged in the work with MESTI’s endorsement, and will reflect the local context and international best practice.

How can you make a difference?

Under the overall supervision of the UNICEF Early Childhood Development Officer, the international consultant will cooperate with the TWG to gather and analyze the existing policies, data, guidance, programmes and materials related to ECE, and to co-construct the vision and the curriculum document, as well as the accompanying materials.

Within the scope of this assignment, the key expected outputs are to be provided in support of the Ministry of Education, Science Technology and Innovation in coordination with the established Technical Working Group, and any additional and MESTI endorsed local technical assistance, as presented below:

Preparatory work:

• Conduct an initial review of existing policies, data, guidance, existing curricula documents, programmes and materials related to ECE and based on consultations with key ECE stakeholders and through relevant field visits to ensure the core curriculum and guidance documents are responsive to diverse populations and programmes in Kosovo;
• Develop the work plan for the engagement, including details on activities, outputs, timelines, and methodology of work;
• Establish the vision, priorities and methodological approach for the new ECE curriculum, supplementary materials, and curriculum implementation plan, based on the initial review and in collaboration with the TWG
• Develop the skeleton of the core curriculum document; present and validate the vision, priorities, methodological approach and the skeleton document with the TWG

Development of the core curriculum document, the trainer’s manual and the piloting and implementation plan in collaboration with the TWG:

• using a workshop and coordination modality with the TWG, draft the core-curriculum document for preschool education in Kosovo, considering the integration or updating of early learning and development standards as part of the curriculum ;
• facilitate working sessions with the TWG as well as key ECE stakeholders and planning officials to present and gather comments on the draft core curriculum, as well as integrate them accordingly;
• finalize and submit the core curriculum document;
• using workshop modality with the TWG, lead and coordinate the integration of feedback from public consultation of the core curriculum document;
• based on the approved draft of the core curriculum, and in coordination with the TWG, develop the draft trainer’s manual for the core curriculum (the manual should include self-reflection tools and guiding principles for conducting child assessment);

• based on the approved draft of core curriculum, develop a plan for piloting, validation and scale-up of implementation of the core curriculum document.

  The plan should include:

  o roadmap for gradual rollout of the new curriculum, (piloting, validation and scale up)

  o professional development plan

  o pilot testing and monitoring tools

  o guidance for integration of quantitative and qualitative findings from piloting as revisions in the core curriculum document and the trainer’s manual;

• conduct capacity building of the selected audience of inspectors, Municipal Education Directors and preschool administrators on the newly developed core curriculum documentconduct capacity building of the selected master trainers on the ToT for the new draft core curriculum pilot implementation, based on the Trainer’s manual - and document the ToT report.

To qualify as an advocate for every child you will have…

• A minimum of 7 years proven experience and expertise in Early Childhood Care and Education (ECCE), curriculum development and implementation, assessment, teaching and learning.
• Demonstrated, substantial experience in undertaking similar tasks in collaboration with Ministries of Education and Teacher Training Institutions, preferably in similar contexts or the region
• Demonstrated, substantial experience of consultative processes for educational reform
• Understanding of crosscutting issues: gender mainstreaming, inclusion, child protection, Climate Change Awareness, and a preparedness to incorporate these into curricula and guidance
• Demonstrated experience developing implementation plans for sustainability and scalability
• High level interpersonal and relationship-building skills
• Ability to communicate effectively with persons of various cultures and disciplines
• Ability to identify risks and to develop strategies to mitigate them
• Ability to determine and review priorities and meet deadlines
• Management & leadership skills
• Excellent verbal and written skills of English language, as demonstrated in previous professional engagements and deliverables
• Previous work experience in the sector or related sectors with UNICEF, and/or other UN agencies is considered an asset.

For every Child, you demonstrate…

UNICEF's values of Care, Respect, Integrity, Trust, Accountability, and Sustainability (CRITAS).

To view our competency framework, please visit here.

UNICEF is here to serve the world’s most disadvantaged children and our global workforce must reflect the diversity of those children. The UNICEF family is committed to include everyone, irrespective of their race/ethnicity, age, disability, gender identity, sexual orientation, religion, nationality, socio-economic background, or any other personal characteristic.

UNICEF offers reasonable accommodation for consultants/individual contractors with disabilities. This may include, for example, accessible software, travel assistance for missions or personal attendants. We encourage you to disclose your disability during your application in case you need reasonable accommodation during the selection process and afterwards in your assignment.

UNICEF has a zero-tolerance policy on conduct that is incompatible with the aims and objectives of the United Nations and UNICEF, including sexual exploitation and abuse, sexual harassment, abuse of authority and discrimination. UNICEF also adheres to strict child safeguarding principles. All selected candidates will be expected to adhere to these standards and principles and will therefore undergo rigorous reference and background checks. Background checks will include the verification of academic credential(s) and employment history. Selected candidates may be required to provide additional information to conduct a background check.

Remarks:

Only shortlisted candidates will be contacted and advance to the next stage of the selection process.

Individuals engaged under a consultancy or individual contract will not be considered “staff members” under the Staff Regulations and Rules of the United Nations and UNICEF’s policies and procedures, and will not be entitled to benefits provided therein (such as leave entitlements and medical insurance coverage). Their conditions of service will be governed by their contract and the General Conditions of Contracts for the Services of Consultants and Individual Contractors. Consultants and individual contractors are responsible for determining their tax liabilities and for the payment of any taxes and/or duties, in accordance with local or other applicable laws.

The selected candidate is solely responsible to ensure that the visa (applicable) and health insurance required to perform the duties of the contract are valid for the entire period of the contract. Selected candidates are subject to confirmation of fully-vaccinated status against SARS-CoV-2 (Covid-19) with a World Health Organization (WHO)-endorsed vaccine, which must be met prior to taking up the assignment. It does not apply to consultants who will work remotely and are not expected to work on or visit UNICEF premises, programme delivery locations or directly interact with communities UNICEF works with, nor to travel to perform functions for UNICEF for the duration of their consultancy contracts.